The Role of the Individual in Structural System Production

Imagine the situation where a group of participants are listening to a briefing from an outdoor practitioner, prior to commencing a learning challenge. The briefing explains the objective of the activity along with any rules and equipment that can be used to complete the task. The outcome of the exercise hinges on several factors or social practices: a willingness to participate in the activity; an ability to work with the other participants (using SEL skills); having practical knowledge useful to the situation; and the ability to communicate ideas.

The ways that the social practices of an individual operating within an outdoor learning task can be represented diagrammatically. In Figure 7.14, below, A basic response framework represents the existing social practices of an individual; the outdoor learning experience; and the reflexive monitoring undertaken by the individual. The framework acknowledges that individuals with SEBD already use social practices in their everyday lives, with differing degrees of success.

Through exposure to outdoor learning tasks, pre-existing social practices can be challenged, thus effecting positive change. Changes either enhanced pre-existing social practices or stimulated the production of new social practices.

Figure 7.14 The basic response framework.

Structuration theory proposes that the way in which individuals make sense of their social world is through a feedback system known as reflexive monitoring, whereby ‘actors not only monitor continuously the flow of their activities and expect others to do the same for their own: they also routinely monitor aspects, social and physical’ (Giddens, 1984, p. 5). The action of reflexive monitoring provides feedback, informing agency and the capability people have to do things or make things happen. If acted upon, agency can have the transformative capacity to effect the social practices employed by individuals. When change is

effected across a number of individuals, then the overall social system of the participant group is similarly effected.

In any given outdoor learning experience, the reflexive monitoring of the individual provides three possible responses: A positive response shown in Figure 7.15 below, represents a situation where the indivdual has attempted a response and it worked effectively. Positive responses stimulate new social practices or augment existing social practices, hence the larger box in the diagram to represent growth. The outdoor learning experience acts upon the pre-existing social practice, the individual, in this case, has chosen to try a new response to the situation, possibly sharing an idea, or deciding to work with another person during the outdoor learning experience. Positive reflexive monitoring improved the chance that the social practice was repeated. A positive reception resulted in a changed social practice for the individual.

Figure 7.15 A positive response framework.

Through repetition across time and space, small changes to social practice produce new social practices. The more the social practice is rehearsed, the greater the chance of it transferring beyond the context of the learning situation.

The positive response framework describes the ideal situation where positive responses over time create new social practices. However, having considered the ideal situation, two further frameworks represent a negative response to the reflexive monitoring.

Figure 7.16 The individual makes a response to the outdoor learning situation, the response does not achieve its intended aim so negative feedback is received.

No change to social practice occurs.

In the response shown in Figure 7.16, the individual attempts a response to the outdoor learning situation; the interaction does not achieve its intended aim.

Reflexive monitoring reveals a negative response, so no change to pre-existing social practice occurs. However, following the negative response two possible situations can occurr. The first and preferred option is that the individual makes a second attempt. The new successful response triggers the positive reflexive montoring feedback that initiated the desired effect of achieving a modification to social practice. This process is shown in Figure 7.17 below.

Figure 7.17 The individual after receiving initial negative feedback, makes a new response which receives positive feedback. Augmentation of social practice is achieved.

The second situation describes what happens when an individual receives continued negative responses to their actions. This is shown in Figure 7.18 below.

Figure 7.18 The continued negative response framework. Repeated negative feedback to responses results in programme dropout.

Where continued negative responses and additional support from outdoor practitioners are unable to resolve the situation, then programme dropout is inevitable. This occurs because of weak affiliation to the participant group and highlighted inadequacies in programme selection processes and support from within school. Although each framework describes the process leading to changes within the social practices of an individual, it is the combination of each individual’s social practices that contribute towards social system production.

7.5 Summary

Significant in the production of the new social system was the augmentation of SEL skills. Through a theme reduction process, it was possible to evidence participants using specific SEL skills during outdoor learning tasks. The generation of the conceptual themes of; agreement, contributing, responsibility, planning, problem-solving, coping with difficult situations outside individual control, and alternative perspective showed the complexity of the skills and social practices that outdoor learning as an educational approach had facilitated.

A response framework made it possible to understand the role of reflexive monitoring in the augmentation of social practices that ultimately influenced the operant social system of the group. Positive feedback helped to augment existing social practices and aid the production of new social practices. Opportunities providing repetition reinforced new social practices. Repeated negative feedback and a weak affiliation to the participant group were contributory factors to

programme drop out. The acquisition of SEL skills provided opportunities for participants to develop potentially lasting social practices and effect change within the group’s social system.